CIRCULAR

PROMULGATION OF THE ENGLISH LANGUAGE PREPARATION PROGRAM FOR PRESCHOOL STUDENTS

Pursuant to the Law on Education Investment dated June 14, 2019;

Pursuant to the Government’s Decree No. 123/2016/ND-CP dated September 01, 2016 on functions, tasks, powers and organizational structure of Ministries and ministerial agencies; the Government’s Decree No. 101/2020/ND-CP on amendments to Decree No. 123/2016/ND-CP;

Pursuant to the Government’s Decree No. 69/2017/ND-CP dated May 25, 2017 on functions, tasks, powers and organizational structure of the Ministry of Education and Training;

Pursuant to the Government’s Decree No. 127/2018/ND-CP dated September 21, 2018 on responsibility for state management of education;

At the request of the Director of Preschool Education Department;

The Minister of Education and Training promulgates a Circular on Promulgation of the English Language Preparation Program for Preschool Students.

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Article 2. This Circular comes into force from March 31, 2021.

Article 3. Presidents of the People’s Committees, Directors of Provincial Departments of Education and Training, relevant organizations and individuals are responsible for the implementation of this Circular./.

PP MINISTER
DEPUTY MINISTER




Ngo Thi Minh

ENGLISH LANGUAGE PREPARATION PROGRAM FOR PRESCHOOL STUDENTS

(Promulgated together with Circular No. 50/2020/TT-BGDDT dated December 31, 2020).

INTRODUCTION

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The Program is only a framework. Its contents include basic orientations for organization of the preparatory program. The Program consists of: Viewpoints; Targets; Objectives; Contents; Education method; Assessment and Implementation.

I. Viewpoints

1. The Program is developed according to: The preschool education programs; research findings about education, psychology and preparing preschool students for English language; research findings about the English language; methods for development of English language programs in the world and of Vietnam; cultural, social, education and economic situations of Vietnam; diversity of preschool students in terms of geographical areas, conditions and capacity of learning English language.

2. The Program is designed towards developing communication capacity; ensure the scientific, accessible and concentric development from easy to difficult, the connectivity between the ages, openness and closeness to the child's life and experience.

3. The Program is developed according to the child-centered approach. English preparation activities enable children to experience, study and explore their surroundings in various forms, satisfying their needs and interests according " learning through play” approach, integrated through educational and communication activities in familiar and meaningful activities.

4. Conditions for application of the Program

This Program shall only be applied in preschool education institutions where the requirements specified in this Circular are met and participation in the Program by the children’s families is voluntary.

English preparation activities for preschool students must not cause an increase in English teachers in preschool education institutions.

II. TARGETS OF THE PROGRAMS

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The Program is meant to form and develop the ability to communicate in English that is appropriate for the need and capacity of children; prepare children better for English learning in primary schools.

2. Specific targets

Upon completion of the Program, children can:

a) Understand certain familiar words, phrases and sentences;

b) Understand and respond to short, simple, familiar requests;

c) Understand and respond, verbally or non-verbally, in communication situations that are simple and familiar for their age;

d) Understand and respond verbally or non-verbally while participating in games that are suitable for their age;

dd) Understand very simple comics that are suitable for their age.

e) Repeat, speak relatively clearly some simple words and phrases;

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h) Answer some questions about the comic;

i) Repeat, say some common words about people, things, objects, phenomena, actions, symbols that are very simple and suitable for their age;

k) Say some common words while seeing pictures about people, things, objects, phenomena, actions, symbols that are very simple and suitable for their age;

l) Color some symbols and letters when instructed in English;

m) Have interest in English language and actively participate in English preparation activities;

n) Be confident while communicating.

III. OBJECTIVES

1. Children aged 3-4 years

- Have interest in English language preparation activities;

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- Listen and recognize some words about people, objects and actions that are very simple and familiar to children of their age;

- Listen and repeat the words “one", “two”, "three”, some very simple and familiar words and phrases for their age;

- Listen and respond to some commands that are very simple and familiar for children of their age;

- Listen and answer with gestures, actions, 1 – 2 words or very simple and familiar sentences when saying greetings, goodbye and when being asked about their names;

- Listen and respond with gestures, actions or 1-2 words in some communicative situations that are very simple and familiar with children of their age;

- Follow very simple and familiar instructions while playing games;

- Understand very simple comics that are suitable for their age; answer some very simple questions about the comics;

- Repeat some very simple and familiar words about objects and actions;

- Repeat some very simple and familiar rhymes and poems;

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2. Children aged 4-5 years

- Have interest in English language preparation activities;

- Have interest in other cultures;

- Be confident while communicating;

- Listen and recognize some simple and familiar words about people, objects, phenomena and actions;

- Listen and repeat the words “one", “two”, "three”, “four”, “five”, some simple and familiar words and phrases;

- Listen and respond to some simple and familiar commands;

- Listen and respond with gestures, actions, 1-3 words or very simple sentences in some simple and familiar communicative situations when being asked about themselves and their family;

- Listen and respond with gestures, actions or 1-3 words while playing simple and suitable games for their age;

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- Repeat simple and familiar words about objects, phenomena and actions;

- k) Read out loud some common words in pictures about people, things, objects, phenomena, actions, symbols that are simple and suitable for their age in their vocabulary;

- Read, repeat some simple and familiar rhymes and poems;

- Sing along, sing some simple and familiar songs.

3. Children aged 5-6 years

- Have interest in English language preparation activities;

- Have interest in other cultures;

- Be confident while communicating;

- Listen and recognize some words about people, objects, phenomena and actions that are simple and familiar to children of their age;

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- Listen and respond to 2 – 3 consecutive commands that are simple and suitable for their age;

- Listen and respond with gestures, actions, 1-3 words or very simple sentences in some simple and familiar communicative situations when being asked about their abilities and hobbies;

- Listen and respond with gestures, actions or 1-3 words while playing simple and suitable games for their age;

- Understand very comics that are suitable for their age; answer some questions about very simple developments of the story in chronological orders;

- Repeat, read out loud some common words about people, objects, phenomena and actions in their vocabulary;

- Read out loud some common words in pictures about people, objects, phenomena, actions, symbols in their vocabulary;

- Repeat, read out loud some familiar rhymes and poems;

- Sing along, sing some familiar songs;

- Color strokes and letters in English.

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1. General contents

1.1. Language skills

a) Listening:

- Listen to words about people, objects, phenomena and actions that are very simple and familiar;

- Listen to numbers from 1 to 10;

- Listen and respond to very simple, simple and familiar commands;

- Listen and respond, verbally or non-verbally, in communicative situations that are very simple, simple and familiar for their age;

- Listen and respond verbally (1 – 3 words) or non-verbally while participating in games that are suitable for their age;

- Listen to rhymes, poems, songs, comics that are very simple, simple and suitable for their age.

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- Repeat and say words about people, objects, phenomena and actions that are very simple, simple and familiar;

- Pronounce relatively clear the words and sentences in their vocabulary;

- Respond with gestures, actions or 1-3 words or simple sentences in very simple, simple and familiar communicative situations;

- Respond with gestures, actions or orally while playing games that are for their age;

- Repeat, sing along some rhymes, poems, songs that are very simple, simple and suitable for their age;

-  Answer some questions about the stories.

c) Reading preparation:

- Say words about people, objects, phenomena, actions, symbols in their vocabulary after while seeing pictures;

- Learn some symbols (may be associated with some letters, words) that are very simple and familiar for children their age;

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d) Writing preparation:

- Color symbols and English letters.

1.2. Language knowledge

a) Vocabulary: About 100 words and phrases about people, objects, phenomena and actions that are very simple and familiar with children their age.

b) Sample sentences: Very simple and familiar sample sentences in specific and suitable communicative situations (greetings, commands, questions, exclamations, descriptions).

2. Specific contents

2.1. Children aged 3-4 years

Language skills

Language knowledge

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- Listen to about 35 words and phrases about people, objects and actions that are very simple and familiar to children of their age;

- Listen to numbers from 1 to 3;

- Listen and respond to very simple, familiar and separate commands;

- Listen and answer with gestures, actions, 1 – 2 words or very simple and familiar sentences when saying greetings, goodbye and when being asked about their names;

- Listen and respond with gestures, actions or 1-2 words in some other very simple and familiar communicative situations;

- Follow instructions while playing games that are very simple and suitable for their age;

- Listen to rhymes, poems, songs that are very simple and suitable for their age;

- Listen to very simple comics that are suitable for their age.

Speaking

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- Pronounce relatively clear separate words in their vocabulary;

- Respond with gestures and 1 – 2 words or very simple and familiar sentences when saying greetings, goodbye and when being asked about their names;

- Respond with gestures, actions or 1-2 words in some other very simple and familiar communicative situations;

- Respond with gestures, actions or orally (1 - 2 words) while playing games that are very simple and suitable for their age;

- Repeat some rhymes, poems that are very simple and familiar;

- Sing along some very simple and familiar songs;

-  Answer some very simple questions about the stories.

Reading preparation

- Look at very simple and familiar pictures about people, objects and actions;

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Vocabulary:

- About 35 words and phrases;

- Numbers: from 1 to 3.

Sample sentences:

- Greetings, goodbye, asking for name;

- Very simple and familiar questions, descriptions, exclamations, commands.

2.2. Children aged 4-5 years

Language skills

Language knowledge

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- Listen to about 70 words and phrases about people, objects, phenomena and actions that are very simple and familiar;

- Listen to numbers from 1 to 5;

- Listen and respond to 2 simple and familiar commands;

- Listen and answer with gestures, actions, 1-3 words or very simple and familiar sentences when being asked about themselves and their family;

- Listen and respond with gestures, actions or 1-3 words in some other very simple and familiar communicative situations;

- Follow instructions  while playing games that are simple and suitable for their age;

- Listen to rhymes, poems, songs that are simple and suitable for their age;

- Listen to very simple comics that are suitable for their age.

Speaking

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- Pronounce relatively clear separate words and phrases in their vocabulary;

- Respond with gestures, actions, 1-3 words or very simple sentences when being asked about themselves and their family;

- Listen and respond with gestures, actions or 1-3 words in some other very simple and familiar communicative situations;

- Make some simple gestures, postures and facial expressions that are suitable for the communicative situation;

- Respond with gestures, actions or orally (1-3 words) while playing games that are simple and suitable for their age;

- Repeat some rhymes, poems that are very simple and familiar;

- Sing along some very simple and familiar songs;

-  Answer some very simple questions about the stories told;

Reading preparation

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- Look at pictures and say words about people, objects, phenomena, actions, symbols in their vocabulary;

- Read comics and tell some details therein.

Vocabulary:

- About 70 words (35 more words than those of children aged 3-4);

- Numbers: from 1 to 5.

Sample sentences:

- Questions about themselves and their family;

- Simple and familiar questions, descriptions, exclamations, commands.

2.3. Children aged 5-6 years

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Language knowledge

Listening

- Listen to about 100 words and phrases about people, objects, phenomena and actions that are very simple and familiar;

- Listen to numbers from 1 to 10;

- Listen and respond to 2-3 simple and familiar commands;

- Listen and respond with 1-3 words or simple sentences when being asked about their abilities and hobbies;

- Listen and respond with gestures, actions or short sentences in some other simple and familiar communicative situations;

- Follow instructions  while playing games that are simple and suitable for their age;

- Listen to rhymes, poems, songs that are simple and suitable for their age;

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Speaking

- Repeat, say about 100 very simple and familiar words and phrases about people, objects, phenomena and actions;

- Pronounce relatively clear separate words, phrases and sentences in their vocabulary;

- Respond with gestures, actions, 1-3 words or simple sentences when being asked about their abilities and hobbies;

- Respond with gestures, actions or short sentences in some other simple and familiar communicative situations;

- Make some simple gestures, postures and facial expressions that are suitable for the communicative situation;

- Respond with gestures, actions or orally while playing games that are simple and suitable for their age;

- Repeat some simple and familiar rhymes and poems;

- Sing along some simple and familiar songs;

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Reading preparation

- Learn 1-5 common English symbols;

- Look at pictures and say words about people, objects, phenomena, actions, symbols in their vocabulary;

- Read comics and tell stories with pictures.

Writing preparation

- Color some strokes, letters and words in English.

Vocabulary:

- About 100 words (35 more words than those of children aged 4-5);

- Numbers: from 1 to 10.

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- Questions about abilities and hobbies;

- Simple and familiar questions, descriptions, exclamations, commands.

V. EDUCATION METHOD

The English language preparation method for preschool students is developed according to the child-centered approach, emphasizes development of communicative abilities through play and methods that are suitable for preschool students. Focus on natural learning of the language through communicative contexts that are familiar, meaningful, suitable for the targets and contents of the Program. The orientation and primary approach of the English language preparation method shall satisfy the following requirements:

- Combine various methods to let children experience English language naturally and practically in familiar and suitable contexts;

- Teachers must allow children to listen without respond in order to build up their vocabulary before they are ready to speak. Children need to listen to and participate in communicative activities with specific contexts without having to speak if they are not ready. Pre-reading and pre-writing activities must be carried out step-by-step to match their pre-reading and pre-writing stages of Vietnamese language;

- Combine situations, games, physical activities, poems, stories that are suitable and familiar with their life to teach  simple phonics and words in specific communicative situations; encourage children to participate in dialogues that are short or appropriate for their skills. Teachers may apply modern technology and devices during the Program;

- Children must be encouraged in order to maintain their interest in English language through activities and games individually, in small groups, in large groups, through interactions with teachers and other children.

VI. ASSESSMENT

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Collect information about listening, speaking, pre-reading and pre-writing skills of children as the basis for adjustment and orientation of English language preparation method, contents, conditions, plan and activities.

2. Assessment contents

Assess children’s achievement of the objectives, their interest in English language and English language preparation activities.

3. Assessment methods

Children shall be assessed by one or some of the following methods:

- Observation: Observe the use of language by children during English language preparation activities.

- Conversation: Use words and questions in communicative situations;

- Games: Use suitable games to assess children’s language reactions during their participation in games and communication;

- Activity analysis: Analyze products of the children during their participation in English language preparation activities.

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- Frequent assessment shall be carried out by observing children participating in English language preparation activities, communicative situations, improvements in listening and speaking skills; children’s preparedness for reading and writing, and interest in English language and English language preparation activities.

- Assessment should be carried out in a pleasant and friendly manner to encourage individual children.

VII. PROGRAM IMPLEMENTATION GUIDELINES

1. General rules and distribution of Program implementation time

In consideration of its conditions, the need and capacity of children, each preschool education institution shall prepare a detailed plan and organize implementation of the Program flexibly to prepare children for English learning. The Program shall be run for 35 weeks per year, at least 02 activities per week. The duration of each activity shall be 25 – 35 minutes.

- Time for holding English language preparation activities shall be flexible according to capacity of children and the school in order to achieve the targets of the Program as well as those of the preschool education program;

- Combine indoor and outdoor activities, teacher-directed activities and free activities; individual-based, group-based and class-based activities in a flexible manner according to children’s need and interest;

- Focus on development of listening and speaking skills;

- Monitor and assist children in communicating and interacting in English;

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2.1. Teachers

A Vietnamese teacher shall be qualified for organizing English language preparation activities for preschool students if one of the following requirements is satisfied:

a) He/she has a college degree or higher in English teaching or English language; has completed the training program for preschool education techniques or English language preparation methods run by a college or university that provides preschool teacher training (at least 120 sessions, including at least 45 practice sessions at preschool education institutions);

b) He/she has a college degree or higher in preschool education, has an English diploma of Level 4 or higher in the 6-level foreign language reference framework promulgated together with Circular No. 01/2014/TT-BGDDT dated January 24, 2014 or an equivalent diploma.

Foreign teachers

- A foreign teacher that is a native speaker shall have at least a college degree; has a recognized certificate training in English teaching; has completed the training program for preschool education techniques or English language preparation methods run by a college or university that provides preschool teacher training (at least 120 sessions, including at least 45 practice sessions at preschool education institutions).

- A foreign teacher that is not a native speaker shall be qualified for teaching English language preparation for preschool students if one of the following requirements is satisfied:

a) He/she has a college degree or higher in English teaching or English language; has completed the training program for preschool education techniques or English language preparation methods run by a college or university that provides preschool teacher training (at least 120 sessions, including at least 45 practice sessions at preschool education institutions);

b) He/she has a college degree or higher; has a certificate of training in English teaching or certificate CEFR B2 level in English; has completed the training program for preschool education techniques or English language preparation methods run by a college or university that provides preschool teacher training (at least 120 sessions, including at least 45 practice sessions at preschool education institutions);

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2.2. Facilities and number of students per class

- A preschool education institution that runs the Program shall satisfy the facility standards established by the Ministry of Education and Training; has appropriate toys and pictures, audio and video devices that are necessary for running the Program.

- The number of students per class shall comply with the school’s charter.

2.3. Teacher and learning materials

- Teaching and learning materials for the Program area subject to approval by the Ministry of Education and Training?

- Preschool education institutions are permitted to use appraised or approved materials for the Program to meet their need and capacity.

3. Organization of implementation

On the basis of the Program promulgated by the Ministry of Education and Training, province-level Departments of Education and Training shall request district-level Departments of Education and Training to instruct preschool education institutions to run the Program according to local capacity and social needs; inspect, supervise and manage the implementation of the Program to ensure voluntary participation, quality and effectiveness of the Program.

District-level Departments of Education and Training shall provide instructions and supervise preschool education institutions running the Program to ensure quality, effectiveness and appropriateness of the Program for children’s families.

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Thông tư 50/2020/TT-BGDĐT về Chương trình làm quen với tiếng Anh dành cho trẻ em mẫu giáo do Bộ trưởng Bộ Giáo dục và Đào tạo ban hành